E-Participation: a Quick Overview of Recent Qualitative Trends
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What Kind of Digital Citizen? a Reflection on Educating for Digital Democracy
Running head: WHAT KIND OF DIGITAL CITIZEN 1 What Kind of Digital Citizen? A Reflection on Educating for Digital Democracy Ashley Ireland Dann University of California, Los Angeles October 1, 2018 WHAT KIND OF DIGITAL CITIZEN? 2 In order to best prepare a democratic citizenry, one must closely examine the education students are receiving. Educators must ask themselves, what kind of citizen are we helping to create? As the world becomes increasingly digital, one must also examine how students are being prepared to be digital citizens. The following reflection on digital democracy will draw connections between the practices of educating a democratic citizenry and the current deficits of digital citizenship education. It will seek to inspire those teaching digital citizenship to expand their narrow lens in order to create a more participatory and analytic digital citizen. In What Kind of Citizen? The Politics of Educating Democracy, Joel Westheimer and Joseph Kahne identify three categories of citizenship. The authors describe: personally responsible citizens, participatory citizens, and justice oriented citizens. Arguably the lowest level of citizenship, personally responsible citizens are only concerned and engaged at the individual level. Personally responsible citizens are described as hardworking, honest, and moral. They might demonstrate citizenship by, “picking up litter, giving blood, recycling, obeying laws, and staying out of debt” (Westheimer & Kahne, 2004, p. 39). In contrast, a participatory citizen is a more collaborative and active member of society. Participatory citizens “engage in collective, community-based efforts” (Westheimer & Kahne, 2004, p. 39); they readily participate in government and community organizations. The last category of citizenship is justice-oriented. -
Digital Citizenship Curriculum
Teaching Digital Citizens in Today's World: Research and Insights Behind the Common Sense Digital Citizenship Curriculum Credits Authors: Carrie James, Ph.D., Project Zero Emily Weinstein, Ed.D., Project Zero Kelly Mendoza, Ph.D., Common Sense Education Copy editor: Jen Robb Designers: Elena Beroeva Suggested citation: James, C., Weinstein, E., & Mendoza, K. (2021). Teaching digital citizens in today's world: Research and insights behind the Common Sense K–12 Digital Citizenship Curriculum. (Version 2). San Francisco, CA: Common Sense Media. This is an updated version of the original report published in 2019. Common Sense Education and Project Zero are grateful for the generous support provided for the work described in this report from the Bezos Family Foundation, the William and Flora Hewlett Foundation, Niagara Cares, and Susan Crown Exchange. © 2021 Common Sense Media. All rights reserved. www.commonsense.org/education 1 Table of Contents A Letter from Our Founder . 3 The Digital Landscape by the Numbers . 4 Introduction . 5 Children and Digital Media: An Overview . 6 Children, age 0 to 8 . 6 Tweens and Teens, age 8 to 18 . 7 Our Approach to the Digital Citizenship Curriculum . 11 What Is Digital Citizenship? . .12 About the Digital Citizenship Curriculum . 14 Our Guiding Theory: A Skills and Dispositions Approach . .15 Five Core Dispositions of Digital Citizenship . 16 Cornerstones of the Curriculum . 17 Rings of Responsibility . 17 Digital Life Dilemmas . 18 Repetition and Routines . 20 Poems, chants, and songs (elementary school) . 20 Thinking Routines . 21 1. Digital Habits Check-Up . 21 2. Feelings and Options . .23 3. Take a Stand . 24 A Look Inside the Curriculum: Six Topics . -
Digital Citizenship an Overview of the Nine Elements to Becoming a Good Citizen Dr
Digital Citizenship An Overview of the Nine Elements to Becoming a Good Citizen Dr. Clara Bannister, PhD. Franklin Military Academy What Is Digital Citizenship? Digital citizenship can be defined as the norms of appropriate, responsible behavior with regard to technology use. http://www.digitalcitizenship.net/nine-elements.html Living in a Digital World https://vimeo.com/104309819 Let’s Watch a Brief Video Clip that Explains digital citizenship by Inctrl The Nine Elements of Digital Citizenship http://www.bing.com The Nine Elements of Digital Citizenship 1. Digital Access: full electronic participation in society. Technology users need to be aware that not everyone has the same opportunities when it comes to technology. Working toward equal digital rights and supporting electronic access is the starting point of Digital Citizenship. http://www.digitalcitizenship.net/nine-elements.html The Nine Elements of Digital Citizenship 2. Digital Commerce: electronic buying and selling of goods. Technology users need to understand that a large share of market economy is being done electronically. Legitimate and legal exchanges are occurring, but the buyer or seller needs to be aware of the issues associated with it. Users need to learn about how to be effective consumers in a new digital economy. http://www.digitalcitizenship.net/nine-elements.html The Nine Elements of Digital Citizenship 3. Digital Communication: electronic exchange of information. One of the significant changes within the digital revolution is a person’s ability to communicate with other people. In the 21st century, communication options have exploded to offer a wide variety of choices (e.g., e-mail, cellular phones, instant messaging). -
Research Papers
RESEARCH PAPERS FACTORS AFFECTING PARTICIPATION OF PRESERVICE TEACHERS IN E-DEMOCRACY By SERKAN ŞENDAĞ * SACIP TOKER ** * Associate Professor, Computer Education and Instructional Technology, School of Education, Mersin University, Mersin, Turkey. ** Ph.D holder, Instructional Technology, Department of Administrative and Organizational Studies, College of Education, Wayne State University, Detroit, Michigan, USA. ABSTRACT This study aimed to reveal the factors associated with the participation of preservice teachers in e-democracy. It was designed as a correlational study and 1,519 preservice teachers from a teacher preparation program in Turkey participated in it by completing a 54-item questionnaire. As a result, three major factors for involvement in e-democracy emerged: knowledge and environment, ethics, and anxiety. In addition, two types of participation were revealed: anonymous and onymous. The results of the study showed that anonymous participation correlates positively with Political Knowledge, and negatively with Current State of Politics and Digital Integrity. Those who have mobile technologies with internet connection are more likely to participate anonymously in e-democracy. On the other hand, Onymous participation, correlates positively with Fear of Self-expression, and negatively with Political Knowledge and Digital Citizenship. Males were shown to be more prone to both types of participation than females. Internet usage frequency was a common variable triggering both types of participation. The paper ends with recommendations for further research. Keywords: E-Democracy, E-Participation, Preservice Teachers, Explanatory Higher-Order Factor Analysis, Multiple and Quantile Regression. INTRODUCTION be supported by the Internet, which will alter representation Now-a-days, several factors are urging higher education as well as politicians’ attitudes toward the public (Cardoso, institutions to change, such as internalization, massification, Cunha & Nascimento, 2006). -
From Participatory Democracy to Digital Democracy
Fast Capitalism ISSN 1930-014X Volume 1 • Issue 2 • 2005 doi:10.32855/fcapital.200502.003 From Participatory Democracy to Digital Democracy Mark Kann Tom Hayden posted on his website, http://www.tomhayden.com, an article he coauthored with Dick Flacks to commemorate the fortieth anniversary of the Port Huron Statement. The two SDS founders concluded, “Perhaps the most important legacy of the Port Huron Statement is the fact that it introduced the concept of participatory democracy to popular discourse and practice.” The concept of participatory democracy encompassed values such as equality, decentralization, and consensus decision-making. It provided direction for “all those trying to create a world where each person has a voice in the decisions affecting his or her life.” [1] In this article, I suggest that Port Huron’s concept of participatory democracy included some ideas that were potentially antithetical to democracy and that potential, unfortunately, is being fulfilled in contemporary theories of digital democracy. The Port Huron Statement Revisited The Port Huron Statement contained two underlying themes that potentially subverted democratic equality. One was the notion that the American people were fundamentally flawed, most apparently, by their apathy. The other was that the best means to eliminate this flaw was to follow the lead of rational, deliberative activists. Both themes could be (and would be) used to justify political inequalities. Port Huron’s student-authors expressed a dim view of American citizens. The American people had closed minds. They exhibited a foolish confidence that the nation could muddle through its problems. They harbored a false sense of contentment, “a glaze above deeply felt anxieties,” arising out of loneliness, isolation, and estrangement. -
No Profit, No Hierarchy. a Comparative Study of the Lower Left (Version 3
No profit, no hierarchy: A comparative study of the 'lower left' Dr. Edurne Scott Loinaz Version 3: November 2019. With thanks for feedback and suggestions from Mayel de Borniol, Ruth Kinna, James Lewis, Horatio Trobinson and Michele Kipiel. 1 What is the lower left? The lower left is defined by anarchist writer Margaret Killjoy (2016) as “any society that does not desire a state and does desire economic cooperation … [which] is unique in its potential for internal solidarity.” All organisations included in this study (and from hereon defined as lower left) met the following criteria: ● Autonomous (do not rely on state funding for operations); ● Use horizontal organisation for planning and decision making (non-hierarchical, eg., AK Press’ ‘No boss, no managers, no bullshit’ policy); ● Not for profit; ● Anti-capitalist (organisations run as worker-owned cooperatives, by volunteers, by crowdfunding etc., and which have no aims for ‘job creation’ a.k.a. the perpetuation of ‘bullshit jobs’); ● Are actively forming new social institutions and transforming oppressive ones (as opposed to lower left groups set up to resist and dismantle the current establishment, which though indispensable to the former group, are beyond the scope of this study). What makes organisations in the lower left different to every other organisation? This study, conducted between March and September 2018, aimed to answer this question using a comparative design which works best when the organisations studied are maximally different: hence how lower left organisations are different to groups organised by capitalists and authoritarians. 66 lower left organisations were included in the study (more details to follow). -
Mass Media and the Transformation of American Politics Kristine A
Marquette Law Review Volume 77 | Issue 2 Article 7 Mass Media and the Transformation of American Politics Kristine A. Oswald Follow this and additional works at: http://scholarship.law.marquette.edu/mulr Part of the Law Commons Repository Citation Kristine A. Oswald, Mass Media and the Transformation of American Politics, 77 Marq. L. Rev. 385 (2009). Available at: http://scholarship.law.marquette.edu/mulr/vol77/iss2/7 This Article is brought to you for free and open access by the Journals at Marquette Law Scholarly Commons. It has been accepted for inclusion in Marquette Law Review by an authorized administrator of Marquette Law Scholarly Commons. For more information, please contact [email protected]. MASS MEDIA AND THE TRANSFORMATION OF AMERICAN POLITICS I. INTRODUCTION The importance of the mass media1 in today's society cannot be over- estimated. Especially in the arena of policy-making, the media's influ- ence has helped shape the development of American government. To more fully understand the political decision-making process in this coun- try it is necessary to understand the media's role in the performance of political officials and institutions. The significance of the media's influ- ence was expressed by Aleksandr Solzhenitsyn: "The Press has become the greatest power within Western countries, more powerful than the legislature, the executive, and the judiciary. One would then like to ask: '2 By what law has it been elected and to whom is it responsible?" The importance of the media's power and influence can only be fully appreciated through a complete understanding of who or what the media are. -
Towards a Revised Framework for Participatory Planning in the Context of Risk
sustainability Article Towards a Revised Framework for Participatory Planning in the Context of Risk Paola Rizzi 1,* and Anna Por˛ebska 2 1 Department of Architecture, Design and Urban Planning, University of Sassari, 07100 Sassari, Italy 2 Faculty of Architecture, Cracow University of Technology, 31-155 Kraków, Poland; [email protected] * Correspondence: [email protected] Received: 30 April 2020; Accepted: 7 July 2020; Published: 9 July 2020 Abstract: Community participation is widely acknowledged to be crucial in both mitigation and reconstruction planning, as well as in community-based disaster risk reduction (CBDRR) and community-based disaster mitigation (CBDM) processes. However, despite decades of experience, an efficient framework that is acceptable for all actors and suitable for all different phases of the process—ranging from planning to post-disaster recovery—is lacking. The examples presented in this paper shed light on the different dynamics of participatory design processes and compare situations in which participatory design and community planning were introduced before, during, or after a disastrous or potentially disastrous event. Others emphasize the consequences of participation not being introduced at all. Analysis of these processes allows the authors to speculate on a revised, universal model for participatory planning in vulnerable territories and in the context of risk. By emphasizing intrinsic relations of different elements of the process, particularly the responsibility that different actors are prepared—or forced—to take, this article offers insight towards a framework for post-2020 participatory planning. Keywords: participatory design; design for risk reduction (DRR); disaster mitigation (DM); risk awareness; resilience 1. Introduction 1.1. -
Digital Responsibility 2 Fly Five
DIGITAL RESPONSIBILITY 2 FLY FIVE In today’s interconnected and increas- ingly technological world, it’s highly likely that you and your students use technol- ogy in some capacity. Perhaps you’re still conducting class completely online be- cause of the pandemic, or maybe you’re back in person but found a new appre- ciation for facilitating online learning. As a generation that grew up in a world already fully enmeshed in Facebook and Instagram and with the 24-hour news cycle churning out stories day after day, your students are digital natives: indi- viduals who are familiar with computers and technology from an early age. In the U.S. alone, nearly 91 percent of school- aged children have access to smart technology, and as of December 2018, over four million U.S. households possessed a virtual reality device; by 2022, estimates predict there may be two billion augmented reality users worldwide (Google for Education, 2020). These numbers indicate not only the staggering amount of technology we use, but how it is becoming more embedded in our daily life. Whether you are an avid technology user, one who prefers to stay as off the grid as possible, or somewhere in between, the reality is that our digital, inter- connected society is here to stay. This means that no matter how you person- ally use technology, as an educator it is imperative to teach students about digital responsibility. FLY FIVE 3 What is Digital Responsibility? Digital responsibility refers to using technology in an appropriate, constructive way for oneself and others. It involves navigating a wide variety of ethical situations that relate to privacy, net neutrality, transparency, and “the digital divide,” among other challenges and situations (Sheykhjan, 2017). -
Does E-Government Use Contribute to Civic Engagement with Government
DOES E‐GOVERNMENT USE CONTRIBUTE TO CIVIC ENGAGEMENT WITH GOVERNMENT AND COMMUNITY? Megan Haller, Ph.D. [email protected] Meng-Hao Li [email protected] Karen Mossberger, Ph.D. [email protected] Department of Public Administration University of Illinois at Chicago ABSTRACT: Is e-government changing patterns of interaction between citizens and government? Does it support civic engagement by citizens, with government and with each other? After discussing theories of civic engagement and possible links to e-government, we examine different types of e-government use (service users and policy researchers), and the relationships between these types of use on the one hand, with various kinds of civic engagement on the other: contacting through email, offline interactions with government, online participation in public affairs, and online and offline discussion with neighbors regarding community affairs. Using data from a recent national survey from the Pew Internet and American Life Project (December 2009), we find that policy researchers are more likely to engage in all of these activities, both online and offline. Those who use e-government for services, however, are also more likely than non-e-government users to engage in some of these activities. This suggests multiple ways in which e-government may be assisting in the transformation of governance, not only through service delivery but also through more informed and engaged citizenship. Acknowledgment: We thank the Institute for Policy and Civic Engagement (IPCE) of the University of Illinois at Chicago for generously supporting this research. The analysis and conclusions drawn here, however, are the sole responsibility of the authors. -
DOCUMENT RESUME Participatory Planning in Education. Organisation for Economic Cooperation and Development, Paris (France). OECD
DOCUMENT RESUME ED 107 653 SP 009 280 TITLE Participatory Planning in Education. INSTITUTION Organisation for Economic Cooperation and Development, Paris (France). PUB DATE 74 NOTE 369p. AVAILABLE FROMOECD Publications Center, Suite 1207, 1750 Pennsylvania Avenue, N.V., Washington, D.C. 20006 ($13.50) EDRS PRICE MF-$0.76 HC-$18.40 PLUS POSTAGE DESCRIPTORS *Educational Coordination; Educational Needs; *Educational Planning; *Educational Policy; *Educational Strategies; Foreign Countries; Participation; School Planning ABSTRACT This three-part book is part ofa series exploring educational policy planning, published by theOrganization for Economic Co-operation and Development (OECD)Education Committee. The articles in this collectivn resulting froma January 1973 conference, focus on pedagogical and organizationaldimensions. The first part of the book presentsa review of the conference discussions, as well as its agenda andan orientation paper on participatory planning. Part two consists ofpapers which report experiments in participation and planning from thefield, with examples ranging from specific institutions to thenational level. The papers in part three, also basedon fieldwork, emphasize conceptual developments which suggest how planning mightbe seen as a participatory process. (Author/PB) PARTICIPATORY PLANNING IN EDUCATION HEALTH. US DEPROITMENT OP IIIMPCATION I WILPARS PERMISSION TU REPRODUCE THIS COPY- NE1714AL 'willow*, RIGHTED MATERIAL AS SEEN GRANTED BY EDUCATION SEEN REPRO THIS DOCUMENT HASRECEIVEO FR Duce° EXACTLY AS ORIGINGIN -
Electronic Democracy the World of Political Science— the Development of the Discipline
Electronic Democracy The World of Political Science— The development of the discipline Book series edited by Michael Stein and John Trent Professors Michael B. Stein and John E. Trent are the co-editors of the book series “The World of Political Science”. The former is visiting professor of Political Science, University of Toronto, Toronto, Ontario, Canada and Emeritus Professor, McMaster University in Hamilton, Ontario, Canada. The latter is a Fellow in the Center of Governance of the University of Ottawa, in Ottawa, Ontario, Canada, and a former professor in its Department of Political Science. Norbert Kersting (ed.) Electronic Democracy Barbara Budrich Publishers Opladen • Berlin • Toronto 2012 An electronic version of this book is freely available, thanks to the support of libraries working with Knowledge Unlatched. KU is a collaborative initiative designed to make high quality books Open Access for the public good. The Open Access ISBN for this book is 978-3-86649-546-3. More information about the initiative and links to the Open Access version can be found at www.knowledgeunlatched.org © 2012 This work is licensed under the Creative Commons Attribution-ShareAlike 4.0. (CC- BY-SA 4.0) It permits use, duplication, adaptation, distribution and reproduction in any medium or format, as long as you share under the same license, give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made. To view a copy of this license, visit https://creativecommons.org/licenses/by-sa/4.0/ © 2012 Dieses Werk ist beim Verlag Barbara Budrich GmbH erschienen und steht unter der Creative Commons Lizenz Attribution-ShareAlike 4.0 International (CC BY-SA 4.0): https://creativecommons.org/licenses/by-sa/4.0/ Diese Lizenz erlaubt die Verbreitung, Speicherung, Vervielfältigung und Bearbeitung bei Verwendung der gleichen CC-BY-SA 4.0-Lizenz und unter Angabe der UrheberInnen, Rechte, Änderungen und verwendeten Lizenz.